There is a widely accepted sentiment that a large and growing segment of the developed world experiences life and work in a more dynamic and less predictable way than ever before. Many people, across a wide spectrum of age cohorts, will engage in frequent transitions throughout their lifetimes. Some will relocate multiple times and will traverse numerous peaks and valleys of change during those career and life transitions. Streams of research have been dedicated to the negative consequence of dealing with these disruptions as compared to a stable and settled existence. Large bodies of research and commentary have been produced on how to manage the difficult process and negative consequence of accelerating change. In contrast, my research offers empirical evidence that such transitions can result in positive consequences for one’s well-being. It is a study of how thriving can become a “normal” outcome of experiencing change and how we might revise the lexicon and expectations of engaging in transitions.
Here are the key points about Schlossberg's Transition Theory:
- A transition is any event or non-event that results in changed relationships, routines, assumptions, and roles.
- There are three types of transitions: anticipated (expected), unanticipated (unexpected), and nonevent (something expected that does not occur).
- The theory focuses on life events that cause change or transitions in people's lives.
- It provides a framework for counselors to understand and help clients cope with transitions.
Transformation Quotient: Competence need living in VUCA (Volitile, Uncertain,...Victoria Woo
This study examines how individuals experience transitions differently based on the frequency and magnitude of changes they have experienced. It surveys 390 people who have experienced either frequent relocations between countries (global group) or remained primarily in one country (local group).
The study finds that improvisation behavior, perceived social support, and positive cognitive appraisal positively influence thriving during transitions. However, their effects differ between the groups. Improvisation and positive cognitive appraisal have a stronger influence on thriving for the global group, while perceived social support is more important for the local group.
The study introduces the concept of "Transformation Quotient" to measure an individual's ability to embrace change. It finds Transformation Quotient partially mediates
This document discusses change management and leading organizational change. It describes Lewin's change management model of unfreezing, moving to change, and refreezing. It also discusses William Bridges' transition model of endings, a neutral zone, and new beginnings. The document emphasizes that effective change requires managing both the external change and internal transitions people experience. It provides strategies for leadership to effectively facilitate change, including communicating vision and the change plan, overcoming resistance, and fostering innovation through transformational leadership and diffusion of new ideas.
APM Event hosted by the East of England Branch on 26 April2023.
Speaker: Jo Twiselton
Back in February 2021, Jo Twiselton delivered a talk to the APM East of England branch on the subject of wellbeing and change and with relevance to project management. This event was held on 26 April 2023.
Since then, the wider conversation around change has progressed with hybrid working and the challenges that’s bringing on top of business-as-usual projects, alongside more personal impacts like a cost-of-living crisis, the climate and most recently, the death of the Queen. The pace of change hasn’t slowed and is unlikely to in the near future either.
This undercurrent of uncertainty can impact individuals and teams and having ways to both recognise and manage this, can be helpful.
Recognising that some of these challenges still remain for many but also, that we are all at different points in the change journey, the proposal is that this talk explores some of the topics from workshop 1 and expands further, bringing things up to date.
So, in this session, we explored:
Change and uncertainty – why they spark the reactions they do
What does this mean for project management?
Wellbeing, resilience and mindset – practical approaches to take
Integrating wellbeing and resilience in practice
https://www.apm.org.uk/news/talking-about-wellbeing-and-change/
Self exploration is investigating oneself to determine one's values, beliefs, and desires. It involves focusing on the present self and resolving any contradictions between the current and desired self. Self exploration helps create dialogue within oneself, promote self-evolution, and recognize one's relationships with others. Natural acceptance is unconditionally accepting oneself and others without exceptions. It refers to absorbing qualities from others while maintaining one's own identity.
I understand this is difficult to discuss. Let's take a step back - my role is not to judge but to understand your perspective and support you in making choices that align with your values and priorities. Perhaps we could explore how drinking fits into your life goals and what matters most to you.
Entering the fundamental state of leadership sunitaSunita Bantawa
This is a quick presentation about An Interview With Robert E. Quinn Entering the Fundamental Stateof Leadership: Reflections on the Path to TransformationalTeaching
- Changing your thinking changes your life. How you think separates the successful from the unsuccessful. Your thinking influences your beliefs, expectations, attitude, behavior, performance, and ultimately your life.
- There are four stages of moral and mental development: dualism, multiplicity, relativism, and commitment. As you progress through these stages, your thinking becomes more complex and open-minded.
- Core beliefs about love, self-worth, safety, and wholeness shape your life and reality. Identifying and changing negative beliefs to positive beliefs can transform your life. Changing expectations also leads to change.
Here are the key points about Schlossberg's Transition Theory:
- A transition is any event or non-event that results in changed relationships, routines, assumptions, and roles.
- There are three types of transitions: anticipated (expected), unanticipated (unexpected), and nonevent (something expected that does not occur).
- The theory focuses on life events that cause change or transitions in people's lives.
- It provides a framework for counselors to understand and help clients cope with transitions.
Transformation Quotient: Competence need living in VUCA (Volitile, Uncertain,...Victoria Woo
This study examines how individuals experience transitions differently based on the frequency and magnitude of changes they have experienced. It surveys 390 people who have experienced either frequent relocations between countries (global group) or remained primarily in one country (local group).
The study finds that improvisation behavior, perceived social support, and positive cognitive appraisal positively influence thriving during transitions. However, their effects differ between the groups. Improvisation and positive cognitive appraisal have a stronger influence on thriving for the global group, while perceived social support is more important for the local group.
The study introduces the concept of "Transformation Quotient" to measure an individual's ability to embrace change. It finds Transformation Quotient partially mediates
This document discusses change management and leading organizational change. It describes Lewin's change management model of unfreezing, moving to change, and refreezing. It also discusses William Bridges' transition model of endings, a neutral zone, and new beginnings. The document emphasizes that effective change requires managing both the external change and internal transitions people experience. It provides strategies for leadership to effectively facilitate change, including communicating vision and the change plan, overcoming resistance, and fostering innovation through transformational leadership and diffusion of new ideas.
APM Event hosted by the East of England Branch on 26 April2023.
Speaker: Jo Twiselton
Back in February 2021, Jo Twiselton delivered a talk to the APM East of England branch on the subject of wellbeing and change and with relevance to project management. This event was held on 26 April 2023.
Since then, the wider conversation around change has progressed with hybrid working and the challenges that’s bringing on top of business-as-usual projects, alongside more personal impacts like a cost-of-living crisis, the climate and most recently, the death of the Queen. The pace of change hasn’t slowed and is unlikely to in the near future either.
This undercurrent of uncertainty can impact individuals and teams and having ways to both recognise and manage this, can be helpful.
Recognising that some of these challenges still remain for many but also, that we are all at different points in the change journey, the proposal is that this talk explores some of the topics from workshop 1 and expands further, bringing things up to date.
So, in this session, we explored:
Change and uncertainty – why they spark the reactions they do
What does this mean for project management?
Wellbeing, resilience and mindset – practical approaches to take
Integrating wellbeing and resilience in practice
https://www.apm.org.uk/news/talking-about-wellbeing-and-change/
Self exploration is investigating oneself to determine one's values, beliefs, and desires. It involves focusing on the present self and resolving any contradictions between the current and desired self. Self exploration helps create dialogue within oneself, promote self-evolution, and recognize one's relationships with others. Natural acceptance is unconditionally accepting oneself and others without exceptions. It refers to absorbing qualities from others while maintaining one's own identity.
I understand this is difficult to discuss. Let's take a step back - my role is not to judge but to understand your perspective and support you in making choices that align with your values and priorities. Perhaps we could explore how drinking fits into your life goals and what matters most to you.
Entering the fundamental state of leadership sunitaSunita Bantawa
This is a quick presentation about An Interview With Robert E. Quinn Entering the Fundamental Stateof Leadership: Reflections on the Path to TransformationalTeaching
- Changing your thinking changes your life. How you think separates the successful from the unsuccessful. Your thinking influences your beliefs, expectations, attitude, behavior, performance, and ultimately your life.
- There are four stages of moral and mental development: dualism, multiplicity, relativism, and commitment. As you progress through these stages, your thinking becomes more complex and open-minded.
- Core beliefs about love, self-worth, safety, and wholeness shape your life and reality. Identifying and changing negative beliefs to positive beliefs can transform your life. Changing expectations also leads to change.
A discussion of motivational interviewing: what is it, how does it work, and how can we start to use it with students face forced behavior change in academics?
Mezirow's theory of transformational learning involves 5 main steps and 10 phases of transformation. The 5 steps are: 1) identifying assumptions, 2) understanding their origins, 3) questioning their meaning, 4) developing alternative behaviors, and 5) meaningful reflection. The 10 phases involve experiencing a dilemma, self-examination, critical assessment of assumptions, exploring new roles and actions, planning a course, acquiring new skills, trying new roles, building self-confidence, and reintegrating new perspectives. The process involves recognizing, analyzing, and deliberately changing assumptions through rational discourse and reflection.
Workshop to inspire, motivate and connect future leadersHorizons NHS
The document discusses strategies for handling rejection as a change agent seeking to disrupt the status quo. It notes that most sales are not made on the first contact, and successful salespeople see rejection as a necessary part of the process rather than a personal failure. It recommends reframing rejection as a learning opportunity and a chance to improve one's approach, and setting personal targets to obtain a certain number of rejections to prove one's resilience. Overall, the message is that radicals and reformers should not take rejection personally but see it as an expected part of challenging established views.
The document discusses the risks and challenges of being a "boat rocker" or rebel within an organization. It notes that those who challenge the status quo may feel disempowered and forced to conform, or may leave the organization if they cannot reconcile their values. There is also a risk of becoming a "troublemaker" by too stridently challenging the status quo in a self-defeating way. To successfully enact change, one must find a way to rock the boat but still stay in it, and build relationships to effect change rather than disrupt and alienate others.
Effects of Applied Social Sciences Q2 WK12.pptxMarkCatipon
This document outlines the intended learning outcomes and content for a lesson on the effects of applied social sciences. The key effects discussed include:
1) Increasing social awareness, self-awareness, and self-knowledge by helping people better understand themselves and their role in society.
2) Promoting attitude and value change by encouraging people to adopt perspectives and values that support survival in the face of challenges like climate change.
3) Facilitating behavioral change, which is difficult but important for addressing issues like corruption, conflict, and public health. Applied social sciences provide approaches and tools to help drive behavioral changes on individual and group levels.
Paper presented at the 29th World Summit on Positive Psychology, Mindfulness & Psychotherapy May 21-22, 2018 New York City, New York, USA
The emergence of Coaching Psychology and Positive Psychology as ways to improve wellbeing and reduce distress have proliferated over the last few years. However, this has traditionally been the domain of Counseling or Clinical Psychology. This research aimed to explore these different helping approaches sit alongside each other and under what circumstances one approach should be used over another to ensure maximum efficacy and client safety.
Abstract
Over recent years, the emergence of Coaching Psychology (CP) and Positive Psychology (PP) as methods to improve wellbeing and happiness have grown rapidly. From their initial starting point, the two disciplines have matured and are now developing a growing evidence base as effective interventions for the improvement of ill-health, an area that has traditionally been the domain of Counseling or Clinical Psychology (C/CP).
However, this growth has not occurred without debate, tension and misunderstanding. One area yet to be fully explored is how do CP and PP sit along side their therapeutically orientated sister disciplines of C/CP and under what circumstances should one approach be used over another so as to ensure maximum efficacy and client safety. Through the analysis of over 100 hours of clinical and coaching session notes, this paper explores the possible link and divide between the different approaches.
The use of thematic analysis led to the identification of a number of common and different themes between the approaches. By adopting the notion that these different approaches were “conceptual maps” of phenomena, with different “Ranges” and “Focuses” of convenience, allowed possible overlap and difference to be coherently explored and integrated.
This culminated in the creation of a Wellness Staging Framework (WSF) based upon a dual continuum model of “wellbeing” and “complexity & severity of presentation”. This staging framework was then retrospectively applied to the data set.
Results indicated that the WSF could provide a way in which allocation to C/CP or CP/PP could be decided. Exploration of the data also revealed that mindfulness (used implicitly or explicitly) was common in all approaches and was often central to a hermeneutic growth cycle that underpinned changes in wellbeing, happiness and goal attainment. Several methodological issues and avenues for future research were identified and are discussed.
This document summarizes the key topics and agenda for a class session on transformative learning. It includes:
1. An overview of Mezirow's original 10 steps for how transformative learning occurs through a disorienting dilemma, self-examination, critical reflection, relating to others' experiences, exploring new roles, building competence in new roles, planning a new course of action, acquiring skills to implement it, trying new roles and assessing them, and reintegrating with a new perspective.
2. A discussion of different theoretical perspectives on how transformative learning occurs, including cognitive/rational, beyond rational/extra-rational, and social critique approaches.
3. The major outcomes of transformative learning like
Bridgeway Rehabilitation Services provides psychiatric rehabilitation services to help adults with serious mental illnesses live independently. They began implementing motivational interviewing (MI) agency-wide to help staff engage clients and address ambivalence about change. Senior management supported extensive MI training for all staff to learn principles, skills, and use a common language. Regular supervision and practice helped staff integrate MI into services like housing, outreach, and career support. Initial outcomes showed more clients progressing to action stages in recovery planning and completing treatment programs.
Class 6 intro to mezirow's transformative learning theorytjcarter
Mezirow's transformative learning theory proposes that adult learning can involve a transformation of meaning structures including points of view, habits of mind, and frames of reference. Learning becomes transformative when these meaning structures are revised or re-framed to be more inclusive, differentiated, and open to new perspectives. The theory outlines four ways learning can occur and describes an ideal process of perspective transformation involving critical reflection and dialogue. While influential, the theory has also received some criticism for its rational focus and lack of emphasis on context and relationships.
Work life integration: What does success look like?milfamln
This webinar will address the dynamic interplay between “work” and “life” with discussion about managing personal energy, gaining greater clarity about priorities, and approaching inevitable challenges. Participants will be encouraged to reflect on their own abundant, full lives and begin to create personalized, sustainable strategies for “making it all work.”
Learning Objectives
In this webinar, participants will be able to
-Define "work life integration"
-Learn strategies for managing personal energy and managing priorities
-Learn how to use laughter, and other tools, to relieve stress
This document outlines a study on career life cycles and finding balance. It discusses:
- Initial assumptions that careers have stages shaped by internal and external influences seeking equilibrium
- A literature review of career theories identifying influences like self-awareness, motivations, and balance across stages
- Goals to identify enrollment management career stages, influences, and how awareness impacts decisions
- Applications to understanding influences and balance needs within enrollment management career stages
- An invitation to continue the study by surveying professionals to learn more about influences, motivations, and finding balance at different career points.
This document provides an overview of motivational interviewing (MI), a collaborative communication style used to strengthen personal motivation for change. MI was originally developed to help with addiction and chronic disease management. The ultimate goal of MI is to allow for an honest discussion that helps clients experience and resolve ambivalence about behavior change. Key aspects of MI include using open-ended questions, affirming responses, reflecting questions, and summarizing to elicit a client's own reasons for change in a supportive environment. MI aims to create cognitive dissonance that provides a tipping point toward implementing and maintaining change goals. The document also discusses techniques for eliciting and supporting change talk and behavior.
Self-confidence is one of the biggest obstacles for women in taking a seat at the table. In order to close the gender gap, we need more women to aim for positions of leadership. However, a lack of confidence can hold women back from everything to voicing an opinion to applying for a higher position. Addressing how to overcome these barriers is a critical issue no matter what level you are in your career. In this interactive workshop, we will explore what gets in the way to self-confidence, how the lack of confidence impacts women's leadership and contributes to the leadership gap, and what you can do to get more if it to get to the next level in your career.
This document summarizes a presentation on leading change. It discusses:
- The connection between change and transition and why it's important to understand both
- Strategies for successfully managing self and transition through change
- Ways to support others through the change process
It then outlines three phases of transition, four stages of self-management, and strategies for helping oneself and others during each phase of transition, including letting go of the old situation, dealing with ambiguity in the neutral zone, and embracing new beginnings. The document emphasizes understanding transition as an internal psychological process and providing support and information to help people work through different phases.
This document provides an agenda and overview for a session on developing discrepancy and change talk in motivational interviewing.
The key points are:
1) It discusses ambivalence vs resistance, and how sustain talk and discord can indicate ambivalence rather than resistance.
2) It explains how to develop discrepancy using decisional balance, exploring the good and not-so-good things about change and the status quo.
3) It outlines different types of change talk - preparatory, mobilizing, and commitment language - that can be elicited through open-ended questions, decisional balance, importance/confidence/readiness rulers, and other MI techniques.
4) The learning activity
What Is Personality· According to the text· Personality is, .docxhelzerpatrina
What Is Personality
· According to the text
· Personality is, “an individual’s unique constellation of consistent behavioral traits”(Weiten, Hammer, and Dunn, 2014)
· “Personality includes characteristic patterns of thought, emotion, and behavior, together with the psychological mechanisms-hidden or not-behind those patterns.” (Funder, 2007)
· Psychologists who research personality take different approaches to their research:
· Basic approach
· Observes patterns
· Trait approach
· Focuses on traits
· Biological approach
· Looks at anatomy, physiology, genetics, evolution
· Psychoanalytic approach
· Assessing unconscious, subconscious
· Phenomenological approach
Listen to people’s conscious experience of the world
Personality Traits
· A personality trait is, “a durable disposition to behave in a particular way in a variety of situations.”
· How do you most commonly behave across different situations?
· Shy
· Honest
· Moody
· Friendly
· THINK: Describe your personality. What kind of traits come to mind? How would someone else describe your personality?
· What do you notice about other people’s personalities?
Five-Factor Theory of Personality
· One of the most prominent theories of personality
· Also referred to as the "Five Factor Model" or FFM (Costa & McCrae, 1992), and as the Global Factors of personality (Russell & Karol, 1994)
· This theory states that almost all personality traits derive from the Big Five Personality Traits
· Extroversion, Neuroticism, Openness to experience, Agreeableness, and Conscientiousness
Five Factors
· Openness
· Curiosity, flexibility, vivid imagination, impulsive
· Conscientiousness
· Diligent, disciplined, well organized, dependable
· Extraversion
· Outgoing, sociable, upbeat, friendly, assertive
· Agreeableness
· Sympathetic, trusting, cooperative, modest
· Neuroticism
· Anxious, hostile, self-conscious, insecure, vulnerable
All five factors show an influence from both heredity and environment.
Freudian Psychoanalytic Theory of Personality
· According to Freud: personality is divided into three main components:
· Id
· Primitive, instinctive component of personality that operates according to the pleasure principle
· Ego
· The decision making component of personality that operates according to the reality principle
· Superego
· Moral component of personality that incorporates social standards about what represents right and wrong
Myers-Briggs Type Indicator
· Introspective, self report inventory
· Assesses how people perceive the world and make decisions
· Based on Carl Jung’s theory of psychological types, uses 4 scales
· Extroversion/Introversion
· Sensing/Intuitive
· Thinking/Feeling
· Judging/Perceiving
· Results come in a Four letter combination
· ENFP
· An example of an MBTI type assessment can be found here
https://www.16personalities.com/free-personality-test
Why does personality matter?
· We use what we know about a person’s personality to predict their behavior
· We use what we know about our ow ...
S6 cluster Senior Teacher and Lead Teacher Symposium 2014 v3Lloyd Yeo
This document provides an agenda and resources for a workshop on developing a sense of purpose and generativity for senior teachers. The workshop includes introductions, icebreakers, videos, and discussions around developing a growth mindset and strategies for addressing challenges experienced by senior teachers. Case studies are used to discuss issues senior teachers may face and how to support them with a growth mindset. Participants are also encouraged to reflect on their journey and aspirations as senior teachers and affirm their important role through mentoring. The goal is to reaffirm the role of experienced teachers and provide strategies to address challenges and motivate commitment.
Leading Change in Challenging Times for Kirklees CouncilMichael Barker
This document discusses change management and leading change. It begins by defining change management as a structured approach to transitioning individuals, teams, and organizations from their current state to a desired future state. It then discusses reasons for change such as new strategies, technology, or competition. The document emphasizes that effective change requires addressing people's reactions, which typically follow stages like denial, resistance, and eventually acceptance. It stresses the importance of clear communication, addressing fears and concerns, and involving those impacted by the change. The key to success is removing fear through information, support and guidance throughout the change process.
This document outlines a study on career life cycles and influences on career progression. It begins with an introduction and agenda, then discusses the origination of the study idea and initial assumptions. The goals are to identify influences that shape career decisions and understand how professionals move through career stages. A literature review covers developmental theories, vocational choice models, and motivation theories. Key takeaways are that influences, motivations, self-awareness and balance impact career progression. The document proposes applying the findings to enrollment management career stages and conducting further research.
A discussion of motivational interviewing: what is it, how does it work, and how can we start to use it with students face forced behavior change in academics?
Mezirow's theory of transformational learning involves 5 main steps and 10 phases of transformation. The 5 steps are: 1) identifying assumptions, 2) understanding their origins, 3) questioning their meaning, 4) developing alternative behaviors, and 5) meaningful reflection. The 10 phases involve experiencing a dilemma, self-examination, critical assessment of assumptions, exploring new roles and actions, planning a course, acquiring new skills, trying new roles, building self-confidence, and reintegrating new perspectives. The process involves recognizing, analyzing, and deliberately changing assumptions through rational discourse and reflection.
Workshop to inspire, motivate and connect future leadersHorizons NHS
The document discusses strategies for handling rejection as a change agent seeking to disrupt the status quo. It notes that most sales are not made on the first contact, and successful salespeople see rejection as a necessary part of the process rather than a personal failure. It recommends reframing rejection as a learning opportunity and a chance to improve one's approach, and setting personal targets to obtain a certain number of rejections to prove one's resilience. Overall, the message is that radicals and reformers should not take rejection personally but see it as an expected part of challenging established views.
The document discusses the risks and challenges of being a "boat rocker" or rebel within an organization. It notes that those who challenge the status quo may feel disempowered and forced to conform, or may leave the organization if they cannot reconcile their values. There is also a risk of becoming a "troublemaker" by too stridently challenging the status quo in a self-defeating way. To successfully enact change, one must find a way to rock the boat but still stay in it, and build relationships to effect change rather than disrupt and alienate others.
Effects of Applied Social Sciences Q2 WK12.pptxMarkCatipon
This document outlines the intended learning outcomes and content for a lesson on the effects of applied social sciences. The key effects discussed include:
1) Increasing social awareness, self-awareness, and self-knowledge by helping people better understand themselves and their role in society.
2) Promoting attitude and value change by encouraging people to adopt perspectives and values that support survival in the face of challenges like climate change.
3) Facilitating behavioral change, which is difficult but important for addressing issues like corruption, conflict, and public health. Applied social sciences provide approaches and tools to help drive behavioral changes on individual and group levels.
Paper presented at the 29th World Summit on Positive Psychology, Mindfulness & Psychotherapy May 21-22, 2018 New York City, New York, USA
The emergence of Coaching Psychology and Positive Psychology as ways to improve wellbeing and reduce distress have proliferated over the last few years. However, this has traditionally been the domain of Counseling or Clinical Psychology. This research aimed to explore these different helping approaches sit alongside each other and under what circumstances one approach should be used over another to ensure maximum efficacy and client safety.
Abstract
Over recent years, the emergence of Coaching Psychology (CP) and Positive Psychology (PP) as methods to improve wellbeing and happiness have grown rapidly. From their initial starting point, the two disciplines have matured and are now developing a growing evidence base as effective interventions for the improvement of ill-health, an area that has traditionally been the domain of Counseling or Clinical Psychology (C/CP).
However, this growth has not occurred without debate, tension and misunderstanding. One area yet to be fully explored is how do CP and PP sit along side their therapeutically orientated sister disciplines of C/CP and under what circumstances should one approach be used over another so as to ensure maximum efficacy and client safety. Through the analysis of over 100 hours of clinical and coaching session notes, this paper explores the possible link and divide between the different approaches.
The use of thematic analysis led to the identification of a number of common and different themes between the approaches. By adopting the notion that these different approaches were “conceptual maps” of phenomena, with different “Ranges” and “Focuses” of convenience, allowed possible overlap and difference to be coherently explored and integrated.
This culminated in the creation of a Wellness Staging Framework (WSF) based upon a dual continuum model of “wellbeing” and “complexity & severity of presentation”. This staging framework was then retrospectively applied to the data set.
Results indicated that the WSF could provide a way in which allocation to C/CP or CP/PP could be decided. Exploration of the data also revealed that mindfulness (used implicitly or explicitly) was common in all approaches and was often central to a hermeneutic growth cycle that underpinned changes in wellbeing, happiness and goal attainment. Several methodological issues and avenues for future research were identified and are discussed.
This document summarizes the key topics and agenda for a class session on transformative learning. It includes:
1. An overview of Mezirow's original 10 steps for how transformative learning occurs through a disorienting dilemma, self-examination, critical reflection, relating to others' experiences, exploring new roles, building competence in new roles, planning a new course of action, acquiring skills to implement it, trying new roles and assessing them, and reintegrating with a new perspective.
2. A discussion of different theoretical perspectives on how transformative learning occurs, including cognitive/rational, beyond rational/extra-rational, and social critique approaches.
3. The major outcomes of transformative learning like
Bridgeway Rehabilitation Services provides psychiatric rehabilitation services to help adults with serious mental illnesses live independently. They began implementing motivational interviewing (MI) agency-wide to help staff engage clients and address ambivalence about change. Senior management supported extensive MI training for all staff to learn principles, skills, and use a common language. Regular supervision and practice helped staff integrate MI into services like housing, outreach, and career support. Initial outcomes showed more clients progressing to action stages in recovery planning and completing treatment programs.
Class 6 intro to mezirow's transformative learning theorytjcarter
Mezirow's transformative learning theory proposes that adult learning can involve a transformation of meaning structures including points of view, habits of mind, and frames of reference. Learning becomes transformative when these meaning structures are revised or re-framed to be more inclusive, differentiated, and open to new perspectives. The theory outlines four ways learning can occur and describes an ideal process of perspective transformation involving critical reflection and dialogue. While influential, the theory has also received some criticism for its rational focus and lack of emphasis on context and relationships.
Work life integration: What does success look like?milfamln
This webinar will address the dynamic interplay between “work” and “life” with discussion about managing personal energy, gaining greater clarity about priorities, and approaching inevitable challenges. Participants will be encouraged to reflect on their own abundant, full lives and begin to create personalized, sustainable strategies for “making it all work.”
Learning Objectives
In this webinar, participants will be able to
-Define "work life integration"
-Learn strategies for managing personal energy and managing priorities
-Learn how to use laughter, and other tools, to relieve stress
This document outlines a study on career life cycles and finding balance. It discusses:
- Initial assumptions that careers have stages shaped by internal and external influences seeking equilibrium
- A literature review of career theories identifying influences like self-awareness, motivations, and balance across stages
- Goals to identify enrollment management career stages, influences, and how awareness impacts decisions
- Applications to understanding influences and balance needs within enrollment management career stages
- An invitation to continue the study by surveying professionals to learn more about influences, motivations, and finding balance at different career points.
This document provides an overview of motivational interviewing (MI), a collaborative communication style used to strengthen personal motivation for change. MI was originally developed to help with addiction and chronic disease management. The ultimate goal of MI is to allow for an honest discussion that helps clients experience and resolve ambivalence about behavior change. Key aspects of MI include using open-ended questions, affirming responses, reflecting questions, and summarizing to elicit a client's own reasons for change in a supportive environment. MI aims to create cognitive dissonance that provides a tipping point toward implementing and maintaining change goals. The document also discusses techniques for eliciting and supporting change talk and behavior.
Self-confidence is one of the biggest obstacles for women in taking a seat at the table. In order to close the gender gap, we need more women to aim for positions of leadership. However, a lack of confidence can hold women back from everything to voicing an opinion to applying for a higher position. Addressing how to overcome these barriers is a critical issue no matter what level you are in your career. In this interactive workshop, we will explore what gets in the way to self-confidence, how the lack of confidence impacts women's leadership and contributes to the leadership gap, and what you can do to get more if it to get to the next level in your career.
This document summarizes a presentation on leading change. It discusses:
- The connection between change and transition and why it's important to understand both
- Strategies for successfully managing self and transition through change
- Ways to support others through the change process
It then outlines three phases of transition, four stages of self-management, and strategies for helping oneself and others during each phase of transition, including letting go of the old situation, dealing with ambiguity in the neutral zone, and embracing new beginnings. The document emphasizes understanding transition as an internal psychological process and providing support and information to help people work through different phases.
This document provides an agenda and overview for a session on developing discrepancy and change talk in motivational interviewing.
The key points are:
1) It discusses ambivalence vs resistance, and how sustain talk and discord can indicate ambivalence rather than resistance.
2) It explains how to develop discrepancy using decisional balance, exploring the good and not-so-good things about change and the status quo.
3) It outlines different types of change talk - preparatory, mobilizing, and commitment language - that can be elicited through open-ended questions, decisional balance, importance/confidence/readiness rulers, and other MI techniques.
4) The learning activity
What Is Personality· According to the text· Personality is, .docxhelzerpatrina
What Is Personality
· According to the text
· Personality is, “an individual’s unique constellation of consistent behavioral traits”(Weiten, Hammer, and Dunn, 2014)
· “Personality includes characteristic patterns of thought, emotion, and behavior, together with the psychological mechanisms-hidden or not-behind those patterns.” (Funder, 2007)
· Psychologists who research personality take different approaches to their research:
· Basic approach
· Observes patterns
· Trait approach
· Focuses on traits
· Biological approach
· Looks at anatomy, physiology, genetics, evolution
· Psychoanalytic approach
· Assessing unconscious, subconscious
· Phenomenological approach
Listen to people’s conscious experience of the world
Personality Traits
· A personality trait is, “a durable disposition to behave in a particular way in a variety of situations.”
· How do you most commonly behave across different situations?
· Shy
· Honest
· Moody
· Friendly
· THINK: Describe your personality. What kind of traits come to mind? How would someone else describe your personality?
· What do you notice about other people’s personalities?
Five-Factor Theory of Personality
· One of the most prominent theories of personality
· Also referred to as the "Five Factor Model" or FFM (Costa & McCrae, 1992), and as the Global Factors of personality (Russell & Karol, 1994)
· This theory states that almost all personality traits derive from the Big Five Personality Traits
· Extroversion, Neuroticism, Openness to experience, Agreeableness, and Conscientiousness
Five Factors
· Openness
· Curiosity, flexibility, vivid imagination, impulsive
· Conscientiousness
· Diligent, disciplined, well organized, dependable
· Extraversion
· Outgoing, sociable, upbeat, friendly, assertive
· Agreeableness
· Sympathetic, trusting, cooperative, modest
· Neuroticism
· Anxious, hostile, self-conscious, insecure, vulnerable
All five factors show an influence from both heredity and environment.
Freudian Psychoanalytic Theory of Personality
· According to Freud: personality is divided into three main components:
· Id
· Primitive, instinctive component of personality that operates according to the pleasure principle
· Ego
· The decision making component of personality that operates according to the reality principle
· Superego
· Moral component of personality that incorporates social standards about what represents right and wrong
Myers-Briggs Type Indicator
· Introspective, self report inventory
· Assesses how people perceive the world and make decisions
· Based on Carl Jung’s theory of psychological types, uses 4 scales
· Extroversion/Introversion
· Sensing/Intuitive
· Thinking/Feeling
· Judging/Perceiving
· Results come in a Four letter combination
· ENFP
· An example of an MBTI type assessment can be found here
https://www.16personalities.com/free-personality-test
Why does personality matter?
· We use what we know about a person’s personality to predict their behavior
· We use what we know about our ow ...
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My research surfaced that as long as we can tell our story.
Building blocks to a narrative that offers a thread that connects our past, present and future in order to create a rewarding and coherent self providing meaning and purpose, we have a much better chance of eudaimonic-well being (or happiness)
I am here to present how one might use this methodology to engage in change positively and thrive in transitions.
There are loads of research talking about changes can be difficult and tons of research has gone into understanding how to best manage change.
To resist change, is human nature.. And resistance to change can be detrimental to individuals and organizations.
Rather than a deficit view of change, my research focused on the appreciative view of change.. We looked into how to change the lexicon and expectation of change.
Changes are opportunities for growth & development. Especially there is framework that help reduce ambiguity and uncertainty.
By engaging in self-reflection and discovery, we are positioning our cognitive resources towards designing life at the cross roads of desire and action,
And by thinking, doing and behaving differently at a time of change, may help us get closer to work-life balance, finding meaning and purpose and towards happiness.
I’m here to present a methodology to go from the person from the left to the person on the right.
Quick review of what we know about thriving –
It is a temporary desirable state, thriving involves self regulation and self-adaptation, directed by goals that leads to subjective and eudaimonic well being. Thriving also promotes learning,
producing applied knowledge and positive health.
Thriving has been shown to be socially embedded at work, and a situational mechanism with progressive momentum where renewable positive knowledge and meaning can be produced.
Temporary desirable state - Chaplin, W. F., John, O. P., & Goldberg, L. R. (1988). Conceptions of states and traits: Dimensional attributes with ideals as prototypes. Journal of personality and social psychology, 54(4), 541.
Self Adaptation - Ashford, S. J., & Tsui, A. S. (1991). Self-regulation for managerial effectiveness: The role of active feedback seeking. Academy of Management Journal, 251-280.
Goal directed activities over time and across changing circumstances - Kanfer, R. (1990). Motivation and individual differences in learning: An integration of developmental, differential and cognitive perspectives. Learning and Individual Differences, 2(2), 221-239.
A gauge, self-regulating mechanism where we attempt to gain a sense of improvement -Porath, C. L., & Bateman, T. S. (2006). Self-regulation: from goal orientation to job performance. Journal of Applied Psychology, 91(1), 185. , Hall, D. T., & Fukami, C. V. (1979). Organizational design and adult learning. Research in Organizational Behavior, eds. Staw BM and Cummings LL, 1.
Hedonic & Eudaimonic psychological functioning - Deci, E. L., & Ryan, R. M. (2008). Self-determination theory: A macrotheory of human motivation, development, and health. Canadian Psychology/Psychologie Canadienne, 49(3), 182. Spreitzer, G., & Porath, C. (2013). Self-determination as nutriment for thriving: Building an integrative model of human growth at work. Oxford University Press, New York, NY.
Social setting on how people learn Gherardi, S., Nicolini, D., & Odella, F. (1998). Toward a Social Understanding of How People Learn in Organizations The Notion of Situated Curriculum. Management Learning, 29(3), 273-297.
Situated cognition - Brown, J. S., Collins, A., & Duguid, P. (1989). Situated cognition and the culture of learning. Educational researcher, 18(1), 32-42. Spreitzer, G., Sutcliffe, K., Dutton, J., Sonenshein, S., & Grant, A. M. (2005). A socially embedded model of thriving at work. Organization Science, 16(5), 537-549.
Social learning systems - Wenger, E. (2000). Communities of practice and social learning systems. Organization, 7(2), 225-246.
which leads to applied knowledge - Elliott, E. S., & Dweck, C. S. (1988). Goals: an approach to motivation and achievement. Journal of personality and social psychology, 54(1), 5.
Positive health - Ettner, S. L., & Grzywacz, J. G. (2001). Workers' perceptions of how jobs affect health: A social ecological perspective. Journal of occupational health psychology, 6(2), 101.
Embedded in social system, social contagion - Miller, J. B., & Stiver, I. P. (1997). The healing connection: How women form relationships in therapy and in life: Beacon Press.
Situational mechanism - Hedstrom, P., & Swedberg, R. (1998). Social mechanisms: An introductory essay. Social mechanisms: An analytical approach to social theory, 1-31.
Positive knowledge - Feldman, M. S. (2004). Resources in emerging structures and processes of change. Organization Science, 15(3), 295-309.
Positive meaning - Wrzesniewski, A., & Dutton, J. E. (2001). Crafting a job: Revisioning employees as active crafters of their work. Academy of Management Review, 179-201.
There were four theories that drove my investigation into the ontological experience of change, seeking factors and mechanisms that explain people’s response to change and transition outcomes.– and they are
Cognitive Appraisal theory of stress
Posttraumatic theory of growth
Social cognitive theory
Narrative identity
In Study II, van de ven & Poole– incremental 1st order & radical 2nd order
In Study III, to build the 4 quadrants – I used both Ford & Ford ontological experience of change and tempo of change by Weick and Quinn
Today, there are more and more professionals who will be transitioning into new lives and new realities. Some studies indicate that engaging in multiple transitions is disorienting and has negative affect. However, there is evidence from this qualitative study that individuals report experiencing vitality and progression as well as truly enjoying each opportunity and challenge offered by engaging in multiple transitions. In this study, we sought to better understand what elements contribute to transforming disorienting transitions into springboards to engineer thriving existence.
Three mechanisms emerged:
1) Sense making of comprehending the change event as one interacts in the new environment
2) Dialectical cycling passive-active, familiar-unfamiliar, expected-unexpected, alienation-belonging
3) Reconstruction of self through a transformative experience – a sense of renewal and positioning for next transitions
1. Agentic Behavior, tenacity, and high self-efficacy 2. Incremental Self-knowledge, mirror to oneself 4. Positivity, elevation, exhilaration 5. Connectedness, mobilizing social capital 6. Confidence in life
3. Receptive to new, embracing uncertainty, serendipity
Study I is the foundation for building variance models in Studies II and III
This quote epitomizes an underlying observation we found, which was labeled receptive to new – embracing uncertainty and ambiguity
it is high energy, the propensity towards being in new circumstances is exciting –leveraging the new environment as a new learning opportunity It is an attitude I labeled Transformation Quotient –
The experience of transition offers individuals to break from the past and build a bridge towards creating a future.
Embrace change as an ongoing and continuous action
Fully engage in the metamorphic power of the experience of transitions
Be anticipatory; with proactive and reactive readiness to act
In Study II, I moderated the samples by magnitude of change, incremental or 1st order which I labeled locals compared to radical or 2nd order, I named globals
We ran a test of difference of means, one-way ANOVA test with our interested constructs and I have statistical evident that we can reject the null hypothesis that these groups are the same.
F-statistic significance is below.05 For all constructs (Improv Behavior, Perceived Social Support, Transformation Quotient and Flourishing),
We also did an measurement invariance test – to determine that a given measure is interpreted in a similar manner by respondents since my sample representing a diverse cultural backgrounds.
Detected no common methods bias
All constructs demonstrated convergent and discriminant validity
more details is found staring on p. 164
SEM models demonstrated both overall and relative model fit.
In the CFA, all metrics of overall and relative model fit were met. Convergent validity is demonstrated by AVE over .5, TQ is approach convergent validity at .483 and all factor loadings are greater than .5, no cross loadings over .2, , cronbach alphas over .7. Discriminate validity meet the standard of below .8 correlations between constructs and all critical ratios were between .7 & .9
In study II, I ran a mediated moderation model with IV improvisation behavior, positive cognitive appraisal, perceived social support in relationship with Flourishing. Flourishing is an adaption from Diener et al. – measuring psychosocial prosperity.
locals the model explained 43.7% of total variance, and for globals slightly higher at 50.6%
I found Improvisation to have positive and significant effects for both groups, improvisation is greater for greater magnitude of change locals .375*** and global .427**
Also for positive cognitive appraisal, positive and significant relationships found in relations to flourishing for both groups- appraisal is almost twice as important with for globals than locals. Pos cog + for both, locals.166**, .global 293** -
Perceived social support also had positive and significant support for for both groups, more important for locals than globals. local .378***, global .192*** social support was more important for locals
Transformation Quotient turned out not be a good mediator, it does however has a weak positive significant relationship with Flourishing for locals. TQ - + for locals, but ns for globals.Improv + TQ both groups at around the same
The results of this study motivated two questions – 1) is flourishing a sufficient dependent variable to articulate thriving in transition, is it s reflective or formative construct, ?
and 2) what else can we find about the relationship between improvisation and transformation quotient.
The theorized formative construct of thriving in transition is derived from literature on thriving in medicine and in management. The two key missing elements from flourishing was continual learning and development, and energized for change.
When people talked about their transitions, they broadening their horizons, integrating various dimensions of life, expansion of their boundaries, a sense of vitality and learning is involved
Characterized by a fluid and continual engagement with new stimuli from personal or environmental changes.
Psychosocial “prosperity”
universal human psychological needs such as competence, autonomy, relatedness and self-acceptance as well as positive social relationships
Continual learning and development
Energized at a time of change
So it was very much rapid work, so my social environment was quite interlinked with my work environment. ..I mean I enjoyed my time. I really, really enjoyed my time. But that’s also because I could grow virtually, I could do things which was which I you don’t have the time or the space or the space or the opportunity to do that in [location]. You can’t just spend a whole afternoon hanging around at the [museum]. And then in the afternoon going home and having lunch with friends and then spending the afternoon at the pool and time out, real time out. I mean amazing. Work hard…Very fond. … I have to say I had a pang of jealousy; just a quick one
In study III, we moderated the samples into four groups, each represented by the magnitude of change and the individual’s ontological assumptions about change.
All reflective measurement items loaded with significant t-values (α 0.05) level for this model, and all outer model loadings were also significant at the 0.05 level. These results indicate strong convergent validity. Our model has shown reliability, convergent and discriminate validity, AVE > 0.50, Cronbach's Alpha > 0.70, and Composite Reliability > 0.70. Starting on p.244
Due to the final sample size in the four quadrants and the use of formative construct we conducted an exploratory study using Partial Least Squares Structural equation modeling instead of co-variance based SEM for our analysis
each represented by the magnitude of change and the individual’s ontological assumptions about change.
Samples are divided as a function of:
Degree of change, incremental(1st order) or radical(2nd order)
Ontological organizing principle relating to the phenomenon of change, stability is the norm or change is the norm
Episodic changes are theoriezed to motivate the intervention sequence Unfreeze-Transition-Refreeze (Lewin, 51) Such episodic change is often as a motivated by disequilibrium
Continuous changes are theorized to motive sequence Freeze - Rebalance – Unfreeze where change is already underway, cyclical, evolving and emergent (Weick & Quinn 99)
Here is a diagram that shows the 4 quadrants – I have named them survivor local and global, thriver local and global.The right and left halves were delineated by their response on survey questions top and bottom by the magnitude of change
Group 1 Survivor Locals, individuals in this quadrant are likely to have sufficient resources to cope with the degree of uncertainty faced, they rely on traditional or conventional influences to shape their world. Their ontological organizing principle is one that stability is the norm. Appraisal of their transition is likely benign or non-threatening.
Group 2 Survivor Globals: individuals in this quadrant faces the high degree of uncertainty. However, they lack the necessary resources to cope, they still rely on traditional influences to deploy canonical strategies attempt at coping. They may develop control mechanisms to help mediate the negative affect. Appraisal of their transition is likely harmful, threatening or loss.
Group 3 Thriver Locals – individuals in this quadrant face low degrees of change and are likely to have sufficient resources to cope they see change is the norm. While appraisal of their transition is positive, they also enjoy a challenge, and they anticipate benefiting from being exposed to challenging situations
Group 4 individuals in this quadrant face a high degree of uncertainty although they lack the necessary resources to cope, by fully engaged in the challenge of change, they are able mobilize resources to overcome difficulties. Appraisal of stress related, but this stress arousal enhances their ability to benefit and grow.
up and down magnitude of change, right left the ontological phenomenon of change – stability is norm or change is norm – thereby they experience different tempos of change (Weick Quinn), classic Lewinian unfreeze-transition-refreeze OR Freeze- rebalance-unfreeze
Emotional response to uncertainty has negative significant relationships with TT for left side of survivors of various degrees of change
and TQ is positive and significant for the right side Thrivers of various degrees of change
Self-k is + for all quadrants except upper right thriver globals
A peculiar combination of effects for survivor global. I had hypothesized that TQ and improv would have positive and significant relationship with TT, but it is not the case. Also I hypothesis that self-k is relevant to all groups is not supported.
These peculiar findings prompted our qualitative data collection and analysis. We conducted 20 semi-structured interviews and participant and researcher co-created a timeline to capture major turning points in their lives. The researcher then read back to the participant in a rapid manner, including cursory details of each transition, in 2–3 minutes’ time. Participants were asked to look for major themes and patterns in their own transitional narratives and how they felt about during the read back, and to articulate what may characterize their narrative.
Right and left halves differ by the intervention sequence and potentially how new input is processed on the assimilating –accommodating continuum.
Daniel in group 1 – he has been working and living in the same town for over 25 years, he is a high school music teacher. He has lead a stable and successful life that many envy – steady job, settled in a town where his social group has been consistent for over 20 years and he is approaching early retirement at 48. He is a good example of someone who has not had a lot of changes in his life. When I asked him during his read back of transitions, he commented that he had really never thought about his transitions – there had been so few. He is likely to only assimilate new input into existing schemas.
CLICK – then you have Nadia on the other hand. She has moved around quite a bit, starting at age 7. As an adult, she has moved 10 times since 2000. When I asked her about how she viewed her life after reading back her timeline, she replied, that at age 7, she moved to the US to discover the western side of her, but when she moved back to Korea at 14, she re connected with her asian side, etc etc. She has assigned meaning to the chapters of her life.
Piaget’s cognitive development theory applies here as individuals construct reality by disturbances in the physical environment, experience of objects and by social transmission,
In individuals who assimilate new information into existing worldviews, meaning is assigned as comprehensibility (e.g. understanding the event and why it happened).
While others accommodate such information where meaning is of significance (e.g. understanding the implication to philosophical, spiritual or world view of the event) Studies have shown that meaning making is needed for comprehension but over time meaning as significance is needed for growth
Functional-descriptive model:
Appraisal process, seismic challenges to ‘pre-trauma’ schemas
Ruminative activity 1) Automatic, less likely to promote growth, 2) effortful, linked to positive outcomes
Organismic Value Theory:
People innately know what is important and what is needed to lead a fulfilling life
Creation of dynamic self-knowledge (expectations, preferences, goals, motives)
Formulate strategies for regulating behavior
Resulting in meaning making 1) comprehensible, 2) of significance
Framing difficult life experiences into transformation experiences, gaining new insights about self, as self relates to others and society
Reconstructing and renewing core assumptions, providing meaning, narrative development to situation event in overall self-concept
On the bottom half, individuals are likely to appraise their transition as one of benign, non threatening, there are enough resources to cope with out having to mobilize improvisation. Canonical strategies are sufficient to solve issues at hand.
For example, in group 3Sam, she has enjoyed both professional and personal success, she is happy with her circumstances. When I read back her timeline, she said, “Well, I feel very – I feel good about my life, and I feel like I’d like things to stay exciting, and so I think that when opportunities come up, I tend to ask why not more so than why? So I feel like it’s kind of – life is sort of an adventure. That’s kind of – I guess maybe some people would have more of an adventure, but this is kinda my level of excitement that I like to have and level of adventure and to explore and see what things are about.”
She is likely to deploy canonical strategies as there has been lower levels of change in her life
Compare this with Dario - He was evacuated from Indonesia with six children under the age of 11, and just started a new job. This job took him from Switzerland to Indonesia just merely 2 months ago. His relied his experience during the first several months in Singapore. There were many instances that improvisation was needed as the amount of uncertainty mounted, “I don’t over analyze. I get enough information, plus experience, and that’s intuition. I believe that for any problem put in front of me or put in front of anybody in this world, there is a solution if you just look around, and if you’re determined not to go backwards. The solution might not be ideal, but it’ll take you forward. You can always polish it off a little bit afterwards, but I’m not gonna hang around I don’t hang around waiting for the perfect solution because I’ve never worked with perfection
However, with more radical changes, one may need to tap into intuition, creativity and bricolage to accomplish tasks in the new situation, where circumstances are marked by urgency and high degree of uncertainty, the tasks at hand are actionable, important and unplanned.
The current studies only elucidate an abstract system that contains four representative ontologies of change. At any given point in one’s life, a transition can be interpreted in terms of the magnitude of change (how big or how little the change) and the individual’s ontological experience of change (whether it disrupts an equilibrium or continue to be part and parcel of an evolving, cyclical and emergent way of life). Contingent upon these two dimensions, one can use this framework to ignite self-discovery and mobilize resources to design a response and hypothesize a desired outcome.
The four quadrants represent different ways to live. An individual may find themselves at various junctions of these quadrants over a lifespan. These four quadrants provide “requisite variety” to navigate an individual’s ontology as they move into and out of fluid spaces we often call instability during a time of transition.
They are in BLUE – please note that black arrows are unidirectional, blue ones are bi-directional. I will start by explaining the first mechanism – SENSE MAKING
Upon entering a transition, the difference in response is based on the magnitude of change, as well as how the ontological experience of change impacts the person. Whether the person ontologically embrace stability is the norm or change is the norm.
First they go through an evaluative stage – self digest as Higgins suggests in his Self-Discrepancy theory, distinct self guides detecting congruence or discrepancy between self and new self – resulting in emotional and behavioral consequences. Based on Cognitive Appraisal theory posits that there are two stages of appraisal- primary appraisal determines the situation as benign, non threatening or harmful, threatening or leading to loss. Given the situation is stress-related, a secondary appraisal activates the process of deciding whether and what resources are available to cope.
The difference in response and potential out come depending on their ability to recognize it as a benefit or as a threat. Stress arousal can be barriers or enhancers of well being,
In Study II – we found that the positive cognitive appraisal has a stronger positive effect for those who experiences higher degree of change than lower.
Self-knowledge as “self-digest” is activated to evaluate the input, preserving, maintaining, deconstructing or reconstructing self-knowledge to facilitate confirmation or disconfirmation of self-identity (Higgins, 1996).
In these studies, we examined the mobilization of social, behavioral and emotional resources, in Study II perceived social support is positive and significant for both groups, greater for those with a smaller magnitude of change or locals
Across studies, improvisation behavior turned out to be an extremely powerful concept in thriving in transition, Related concepts are innovation, breaking out from the old and routine or making something out of limited information or resources. Improvisation is a concept of action that manifests as both a cognitive and a behavioral construct. as a cognitive construct, new interpretations of new stimuli is created as a resource , as a behavioral construct, taking action as the situation unfolds, drawing on available material, cognitive, affective and social resources in problem solving “Practicing improvisation” results in gaining cognitive agility, learning and positive affective outcomes, thus contributing to thriving transition experiences
Improvisation is Intuition, creativity and bricolage – intuition is spontaneous action that is historically contextual, rapid, affectively charged judgment that is arrived to manage situations that demand speed and urgency, filling in empty spaces left blank by deliberate and careful planning dialectical cycling between TQ (willingness to embrace change) and 1)forethought construct goals from observed conditions, 2) Intentionality – commit to goals 3) Self-reactiveness - Set Course of action 4)Self reflectiveness – connect thought to action self-knowledge is activated as a behavioral resource in form of improvisation, applied intuition, judgment that is affectively charged, arrived at without intrusion of rational thought is conceived not only from past and present evaluation as well into future proejctions
Behavior resource is found to have strong positive affect on both groups, higher for individuals experience higher levels of change locals .375*** and global .427*** improvisation is greater for greater magnitude of change, in Study III, the only quadrant where improvisation behavior is relevant is the upper right, Thriver Global group.Behavioral resources can ranges from canonical to improvisation – when urgency calls for it – improvisation – utilization of intuition, creativity and bricolage is deployed Neg: leap of abstraction without base Senge, Opportunity trap – too manay ideas emerge, not enough time to act; addition to improvisation – taking time to come up with deliberate plans
Assimilating schemas or accommodating schemas. Those who are are high in TQ are likely to accommodate their input into new schemas, highly differentiated schemas makes organizing them at at time of change easier. Narrative identity and eudaimonic well-being are intricately linked.
The internal dynamic of life story that one constructs to make sense of his or her life is a psychosocial integration of events, in terms of inclusion, exclusion, sequence, contingency, causality, kernels and satellites that provide affective meaning
It is similar to the process proposed by posttraumatic growth scholars that the event is transformative, reconstruction of meaning, renewal of self is produced to yield”
Psychological growth, Enhanced self-efficacy, Increase personal strength, appreciation for life, enhances sense of community
and gained positive attitudes.
There are three underlying mechanisms I found in my three studies:
Sense –making – comprehension of the situation, and cognitively appraising the situation is the first mechanism
Dialectical cycling - Thriving is embedded in dialectics – challenges to status quo, bracketing experiences to feel different
Narrative Identity – by situating meaning and affect into a coherent and rewarding narrative promotes thriving in transition
Happiness is “enacted”; people who will succeed are able to develop a self-referential system with a significant thread that connects self with the ever-changing environment. Using the metaphor of a prism, this body of work has the potential to help individuals harness the deep structure within the “self” to motivate choice and action at a time of transition. Depending on the refraction index of the transmission medium, pointing white light through a prism can result in the dispersion of light into a rainbow of colors, or it can also be used as an internal reflection. Like a prism, a transition can illuminate parts of ourselves that is hidden until which point the appropriate conjecture of perspectives make available parts of ourselves that remain unrevealed.
Self-identity is re-discovered, self-construct is reconstructed and the “self” is renewed through the enactment and sense making upon a specific set of circumstances prompted by the disruption
Based on this theoretical framework, my research seeks to understand the antecedents and outcomes of engaging in multiple transitions – leveraging the power of story tell – narrative identity, social cognitive theories – self efficacy, human agency combined with change dynamics in articulating a thesis in order to predict thriving in transition through the lens of mobilization of personal resources and conditions of a transition.